Indonesian Extension 2025 HSC exam pack

Students should:

• use the seven minutes of preparation time to prepare points which can be used to deliver a logical and coherent monologue
• state the question to which they are responding
• speak for approximately three minutes
• address all parts of the question
• adopt a point of view or stance and provide appropriate examples that link their argument to the question
• provide relevant examples beyond their personal experiences
• prepare a response based on the requirements of the question
• use a variety of vocabulary, sentence structures and expressions which are suitable to the issue addressed in the question
• provide a conclusion that is not a repetition of the introduction.

In better responses, students were able to:

• communicate ideas and information confidently and fluently, using authentic language features and intonation
• develop logical and well-structured arguments with a clear introduction and conclusion, maintaining a logical flow of ideas
• provide a concise summary of their main argument(s) in the conclusion, for example, pada kesimpulannya (in conclusion), saya setuju sekali dengan pernyataan itu (I totally agree with that statement)
• provide both analysis and relevant examples in their response rather than just listing opinions and ideas
• provide different types of evidence to support their point of view, such as statistics, comparison and anecdotes, as appropriate
• express complex ideas with a range of sophisticated vocabulary and sentence structures, for example, saling melengkapi (to complete each other), mempererat (to strengthen), mempersatukan (to unite)
• demonstrate a high level of grammatical accuracy
• use a variety of relevant vocabulary and expressions, such as meningkatkan kesadaran masyarakat (to increase community awareness), mempererat hubungan/persahabatan (to strengthen relationship/friendship), memperluas wawasan (to broaden horizons).

Areas for students to improve include:

•  using a wide range of sophisticated vocabulary to express their opinion and avoid repetition
• demonstrating a high level of grammatical accuracy, for example, word order, word choice, affixations, passive or object focus structures such as bisa disimpulkan (it can be concluded), berdampak pada (to have an impact on), berpengaruh pada (to have an influence on)
• linking their argument and ideas with relevant, clearly explained examples
• demonstrating a deep understanding of values as intended in the question
• refraining from repeating the question in their opening statement and/or in their conclusion.

Students should:

• read the whole extract before attempting to answer the questions
• read the questions carefully and address all aspects in their response
• explain the quotes given in Indonesian and their significance in the relevant context, rather than just providing a translation
• demonstrate knowledge of all the extracts for study and the whole prescribed text where required
• respond in English using their own words
• use the lines given as an indication of length of response required.

In better responses, students were able to:

• address all parts of the question
• include relevant details to respond to the question
• clearly explain the significance of the baju safari (safari suit) in the extract (Q1b)
• clearly explain the meaning and/or relevance of the quote within the context of the extract (Q1c)
• explain the language techniques used in the extract, rather than simply identifying the language techniques (Q1d)
• identify film techniques used in the extract and explain their implications to highlight Ikal's father's feelings, supported with relevant textual examples (Q1e).

Areas for students to improve include:

• providing relevant and appropriate detail concisely
• linking the quote to the resilience and perseverance shown by Ikal's father (Q1c)
• understanding how language is used to attempt to convince Ikal, rather than listing techniques (Q1d)
• understanding how film technique is used to highlight how to attempt to influence Ikal’s father’s feelings (Q1e).

Students should:

• read the question carefully and address all parts in their response
• write in the type of text as specified in the question
• address the specified context, purpose and audience of the question
• write from a particular perspective as required by the question
• demonstrate knowledge of the chosen extract and other relevant parts of the text when responding to the question
• support their response with evidence from the text
• use their own words in the response.

In better responses, students were able to:

• include the text type conventions for a diary entry and use an appropriate language register
• demonstrate flair and authenticity in their language by showcasing a range of vocabulary, expressions, and grammatical structures, for example, passive structure or object focus construction
• write from Pak Balia's point of view, accurately representing his character
• demonstrate a thorough understanding of the extract and the prescribed text by providing close references to the text, for example, Pak Balia asks his students to come up with inspirational quotes.

Areas for students to improve include:

• writing from Pak Balia's point of view, rather than from Ikal's point of view
• planning answers for content, textual references and language
• demonstrating an ability to manipulate language by using a range of word forms and affixations correctly, for example, ajar (teach) rather than gajar
• providing reflection rather than just recounting events.

Students should:

• address all aspects of the question
• write in the relevant text type as specified in the question
• use appropriate register consistently throughout the response
• ensure that the content of the response is relevant to the question
• plan and sequence the response to ensure it is coherent
• demonstrate knowledge of vocabulary, expressions and, where relevant, idiomatic language, related to the issues prescribed for study
• support their argument, point of view or opinion with relevant ideas and information
• manipulate the language authentically and creatively with correct use of grammar and syntax to meet the requirements of the task
• use the dictionary to choose the appropriate word, expression or phrase for the context, purpose, and audience of the question
• ensure enough time to proofread and edit work.

In better responses, students were able to:

• demonstrate authenticity in their language by using a wide range of vocabulary, expressions and grammatical structures, such as penuh ketidakadilan (full of injustice), mewujudkan impian (make dreams come true), kedermawaan bisa dikembangkan dalam komunitas (generosity can be developed in the community)
• use the correct text type conventions for a letter to the editor, using an opening greeting, such as Kepada Redaksi yang terhormat (To the respected Editor)
• structure the response well using connective phrases, such as pertama-tama (firstly), yang kedua (secondly)
• develop a convincing argument using relevant examples, such as teenagers overcoming challenges during the pandemic (Q3), and helping a neighbour or doing volunteering work (Q4).

Areas for students to improve include:

• planning the argument and ideas, supporting examples, and language for their response before they begin writing
• linking their content and examples to the specific question. rather than providing a pre-prepared response and incorporating the prescribed issues of Personal Growth, Relationships and Education
• using authentic expressions rather than literal translations
• using affixations correctly, for example, kurang tangguh (less resilient). rather than kurang setangguh.